Integrated Themes Series: About Me by Teacher Superstore

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Integrated Themes for 4-8 Year Olds

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Revised edition. Written by Pam Portman. © Ready-Ed Publications - 2007 Originally published by Ready-Ed Publications (1993) P.O. Box 276 Greenwood Western Australia 6024 Email: info@readyed.com.au Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 711 2

Integrated Themes for 4 - 8 Year Olds

From the Author

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Over the years I have developed an integrated thematic approach to teaching. During that time, working in schools and child care centres, I have been approached by colleagues needing ideas for resources in various subject areas or asking for copies of my programs. So this is for you! All of these programs are tried and tested. They will provide you with a means for planning programs using an integrated thematic approach, and keep your students interested throughout the day, because there are no stops and starts at lesson change time. With a little practice one lesson will flow into the next effortlessly. This book is also a springboard for your own ideas which mine may generate. Although the sequence suggested worked well for me you may choose to differ as you please, or omit some altogether. I found that, with a few modifications, the activities can be used for 4 to 8 year olds. Remember, they are suggestions, not a rigid format.

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Warning! This book is not for the faint-hearted. Dare to be different – use your own ideas for timetabling, but be sure to allocate sufficient time for each subject area during the week or fortnight.

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Don’t be afraid to drop your ideas for the day’s schedule to follow through a child’s special interest if it appeals to the students and it is relevant. A list of relevant educational websites has been included at the back of this book.

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Use the method of programming with which you feel most comfortable. I have discovered some principals are averse to innovations but always remember, you are the one who will be working from your programs. A word of caution, with a few years of relief teaching under my belt; DO check that a stranger could walk into your classroom, should you be sick for several days or even weeks, and be able to understand your programs so the theme continues as if you were there. Now it’s up to you. Best wishes. Enjoy yourselves and your students.

Pam Portman

Contents Introduction ....................................... 4

Section 1: My Body

For the Teacher ...................................... 31 Homes .................................................. 32 Mixed-Up Homes ................................. 33 Word Search ......................................... 34 My Bedroom ......................................... 35 Jobs Around The House ....................... 36 Safety In The Home .............................. 37 Record Sheet - Concepts and Skills ......... 38

Section 2: My Toys For the Teacher ...................................... 16 A Favourite Toy ..................................... 17 My Favourite Character ....................... 18 Fairy Tale Friends .................................. 19

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For the Teacher ..................................... 5-6 Mixed-Up Me .......................................... 7 Clothes and Food ................................... 8 A Healthy Lunch ..................................... 9 Wearing the Right Clothing................... 10 Body Riddles ......................................... 11 Colours ................................................. 12 Graphs .................................................. 13 Record Sheet - Concepts ........................ 14 Record Sheet - Skills ............................... 15

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Section 5: My Home

Section 6: My School

For the Teacher ................................. 39-40 School Rules ......................................... 41 Our School ............................................ 42 Our Classroom ..................................... 43 My School Friends ................................ 44 My Favourite Place at School ............... 45

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For the Teacher ................................. 20-21 My Family .............................................. 22 Number of Students ............................. 23 Pet Parade ............................................. 23 Family Rules .......................................... 24 Holiday Time ........................................ 25 Family Tasks .......................................... 26 Record Sheet - Concepts and Skills ......... 27

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Section 3: My Family

For the Teacher ................................. 46-47 Transport (a) ......................................... 48 Transport (b) ......................................... 49 Word Search ........................................ 50 Ansers to Word Search......................... 51 The People You See .............................. 52 Different Jobs ........................................ 53 Record Sheet - Concepts ........................ 54 Record Sheet - Skills ............................... 55

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Section 4: My Friends For the Teacher ...................................... 28 A Good Friend ...................................... 29 What Makes a Friend ............................ 30

For the Teacher ................................. 56-57 Feelings Show ....................................... 58 Showing Anger ..................................... 59 I Feel Good About These ... .............. 60 Sad or Happy ........................................ 61 When My Feelings Show ....................... 62

Useful Websites ............................. 63 3

Introduction This book is about self-concept and the over-all objective is to increase the children’s sense of self-worth. I have purposely placed the FEELINGS section at the conclusion of the program, as you and the children will need to feel comfortable with each other to discuss the content with ease.

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However, you will need to consider their feelings throughout this program and to accept them and their families as they are, no matter how different their lifestyles and values systems may be from your own. In other words, for this program to work well you need to be an accepting, supportive person. This does not mean you need to be a paragon of virtue, let them see that you are human too, that there are times when you get angry, feel sad or happy but there are ways of dealing with emotions which are acceptable to everyone concerned. For this reason I recommend that you start this program by reading and discussing Claude Steiner’s wonderful book*, The Original Warm Fuzzy Tale, and “translating” it into a meaningful message for use in your classroom.

The two phrases “warm fuzzies” and “cold pricklies” can refer to so many situations which occur daily in schools and mere mention, particularly of the latter, can bring the children to a halt and make them think more carefully about their actions.

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Make or paint warm fuzzies to distribute freely – it has always worked well for me. We have made them from a variety of materials – sheepskin, wool (pom-poms), woolen material. If you paint them precede the activity with a discussion on ‘warm’ and “cold” colours. Dramatise the story for a school assembly to “spread the word” throughout the school. Make posters extolling the value of warm fuzzies.

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* Steiner, C. The Original Warm Fuzzy Tale, USA: Jalmar Press, 1983. ISBN: 0915190087

For the Teacher

Section 1:

My Body

Introduction

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There is a good deal of information in this section of the program: an introduction to the human body; the importance of a balanced diet; taking care of oneself;

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the fact that the children are gradually becoming independent of their parents and

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other significant adults, and must assume some degree of responsibility for their own safety;

an opportunity to study the seasons and the effect they have on the clothes we

wear and the food we eat.

Specific Learning Outcomes

• Demonstrate an appreciation of their unique characteristics, while recognising similarities and differences between themselves and their peers.

• Understand the way seasonal changes effect our lifestyle.

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• Identify primary and secondary colours.

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• Practise and consolidate previously learned skills and learn new skills in all subject areas, through a variety of activities.

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Specific Concepts

While we have some characteristics similar to our peers and some which differ, we are all unique. • We need to eat a balanced diet and take care of our bodies in order to grow into healthy adults. • We need adequate rest and sleep, plus interesting recreational interests and exercise, in order to remain healthy. • We all change as we grow. • Seasonal differences affect the clothes we wear and the food we eat. • Primary colours can be combined to produce secondary colours.

My Body Activity suggestions over cheese in sandwiches and to mix with salads.

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• Use a full-size mirror so the children can compare themselves with each other – height, mass, hair, eye and skin colour, etc.

• Play a game where one child is described and the whole group has to guess who you are thinking about. Older children can describe their peers. This is an excellent time-filler. • Encourage the children to bring photos of themselves at different ages. After the children have talked about the photos, make a display of them.

• Take photos of each stage of preparation and eating and make a class book as a joint project. • Invite another class from your school or a neighbouring school to share a picnic with you, which the children have prepared. • Use the Australian Red Cross Kit for your health lessons. These have teachers’ notes on the back of each picture and cover the basic health concepts – cleanliness, health care, adequate rest and recreation, etc.

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• Use paint or ink-pads for the children to produce a thumbprint design on a folder in which to store all their work for the program. Allow the children to compare their thumbprints and explain that each is unique. Discuss the fact that each of them is a unique being with their own feelings and position in their family.

• Discuss the ways in which parents care for the safety of babies and how, as we grow older, we need to assume responsibility for our own safety.

Find out the children’s hobbies, recreational © ReadyEd•P ub i ca t i o–n sthe pursuits andl games they play discuss importance of these as part of a healthy lifestyle. f or ev i ew u r posesonl y• • After • discussing the r basic concept of a p • Identify the climatic characteristics of each

• A wide variety of maths skills can be employed during the preparation of the lunch – addition, subtraction, multiplication, division, weighing, area (buttering bread), volume and capacity, time, sequencing.

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season and have children specify the clothes they wear and food they eat in summer and in winter.

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balanced diet, prepare lunch for the whole class one day each week and eat together in the classroom. The children could each make a placemat from card which can be laminated or covered in clear contact.

• Have children identify the primary colours, then experiment in combining them to produce the secondary colours in a painting lesson. This can be combined with the thumbprint activity or some other activity which covers another concept with older children.

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• We even made a restaurant sign which we • Children can measure each other’s heart beat/pulse rate, indulge in strenuous physical hung on the door while we ate so we were activity, then measure the pulse rate again. not interrupted. The children paid $1 each This can be extended to a subtraction per week over a 10-week period and I activity to measure the extent of the found this covered all expenses. In the final increase. week I asked parents for a plate and we • The children can measure and weigh each had a party. other and make a wall graph – use paper • Of course, you could choose to make tape for the height. Discuss the tallest/ breakfast instead of lunch. We enjoyed a smallest child/ren. variety of cooked and uncooked meals and even grew our own mustard cress and sprouted our own alfalfa seeds to sprinkle

• Use graphing to examine such findings as hair and eye colour, height and weight.

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Section 1

My Body

Mixed-Up Me

Unscramble these parts of the body. Then draw a line from each name to the part on the drawing

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ram ________

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ahde

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soen ________

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Section 1

My Body

Clothes and Food

Put the correct words in the spaces.

r o e t s Bo r e p ok u S the • In summer when ____________ is hot we wear ____________ clothes such as shorts ____________ t-shirts.

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We wear different clothes and eat some different foods at different times of the year.

• Some days we ____________ only wear swimming ©our Re adyEdPubl i cat i ons costumes. • ____________ eat more salads and vegetables in summer.

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• In ____________ when the weather is ____________ we wear warmer clothes, ____________ and long pants.

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• We ____________ hot food, stews, soups ____________ puddings to help us ____________ warm.

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Section 1

My Body

Draw five foods you could use to make yourself a healthy lunch.

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A Healthy Lunch

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Section 1

My Body

Beside each article of clothing write whether you would wear it in summer or winter.

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Wearing the Right Clothing

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Section 1

My Body

Body Riddles

How clever are you? Complete these riddles about parts of your body.

r o e t s Bo r e p ok We hear with our __________ u S We taste with our __________

We smell with our__________ We feel with our ___________

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We see with our ___________

Draw© oneR ofe your ORGANS here: adSENSE yEd Publ i cat i ons

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. t e our body – we wash it every day. ___________ o This covers c . che e r o t We have ten of theser on our feet. s ___________ super

These keep sweat out of our eyes.

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We can count on these.

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This keeps our scalp warm in winter.

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Section 1

My Body

Colours

Join the two primary colours to the secondary colour they make.

Orange

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Red

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Red Blue © ReYellow adyEdP ubl i cat i ons

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Red

Yellow

Blue

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Now use the correct pencils to colour in the shapes.

Section 1

Graphs

My Body

Colour in the correct number of squares in each column to show the hair colour of everyone in the room.

r o e t s Bo r e p ok u S Yellow Hair Red Hair

(Blonde)

Black Hair Brown Hair

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(Ginger, Auburn)

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How many people have yellow (blonde) hair? How many people have brown hair?

o c . che Which colour hairr e is the o t r s su most er pcommon?

Now do a similar graph for eye colour.

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•Secondary colours

•Primary colours

•Seasons

•Safety

•Infections

•Recreation

•Exercise

•Sleep and rest

•Cleanliness

•Health: Balanced diet

•Similarities/differences

For the Teacher

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Section 1 - Record Sheet

Concepts

My Body

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r o e t s Bo r e p ok u S + GRAPHING

• Maths operations:

• Maths operations: REPORTING

• Maths operations: SEQUENCING

• Maths operations: MEASURING

• Maths operations: WEIGHING

• Thumbprint design: CONTRASTING

• Thumbprint design: COMPARISONS

• Reads additional material on topic

• Writing on topic

• Makes relevant contributions to discussions

For the Teacher

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Section 1 - Record Sheet

Skills

For the Teacher

Section 2:

My Toys

Introduction This is only a short section but is worthy of inclusion for two reasons.

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All children have a favourite toy so this is an ideal topic for class talks. Research indicates that at least one child in your class will come from a home devoid of any books This is your opportunity to encourage the children to start a personal library. Other children will own only a restricted number of books, perhaps unsuited to their needs. You can show them how to choose books they can read and enjoy, both to purchase and to borrow from class, school and public libraries. The recommended books could be read during the ‘My Body’ section of the program, too.

Specific Learning Outcomes

The students will: • Give a short talk about their favourite toy.

• Contribute one of their own favourite books for storytime or read one of their own favourite book or a short selection from their own favourite book .

• Make a display of the toys, each labeled with the owner’s name.

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• Each child to give a short talk about his or her favourite toy.

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• In drama, children to improvise what they would do if, as a toy, they came to life at midnight.

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• Encourage the children to bring in their favourite book for storytime. Older children could read the book, or part of it, themselves.

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• Dress up as a favourite fairy tale or nursery rhyme character for a day.

• Older children could write alternative versions of, or alternative endings to, popular fairy tales.

A checklist for class talks is included in the appendix. Anecdotal records are another type of evaluation you may wish to utilize. You need to note the book each child brings in, the degree of participation in discussions and practical activities, their interest in the books read, and completion of worksheets.

Section 2

My Toys

We all have a favourite toy. Draw your favourite toy, then write about it.

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A Favourite Toy

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Section 2

My Toys

Who is your favourite storybook character? Write a little about it, and the best part of the story. Then draw a picture about that part.

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My Favourite Character

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Section 2

My Toys

Fairy Tale Friends

Match up the characters from fairy tales and nursery rhymes.

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Sheep

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Cinderella

Humpty Dumpty

Jill

Red Riding Hood

Seven Dwarfs

Bo Peep

Little boy down the lane

Three Billy Goats

Step Sisters

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Jack

Gretel

Baby Bunting

Wolf

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On the back of this sheet draw a picture of your favourite from the list. 19

For the Teacher

Section 3:

My Family

Introduction

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This is a topic which requires careful handling as the child’s family may have a lifestyle and values system very different to the teacher’s own. However, they are the only one the child has and therefore important to him or her. The teacher must take care not to convey in any way that it is inferior to the alternatives which will be revealed in the course of the topic.

Specific Learning Outcomes

The students will:

• Demonstrate an understanding of the concepts associated with the family through participation in discussions and practical activities and completion of the given worksheets.

• Practise and consolidate previously-learned skills and learn new skills through a wide range of activities.

• Everyone has a family.

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• There are many different kinds of families.

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Specific Concepts

• Some families own one or more pets for which they are responsible.

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• Families usually have rules.

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• Families go on holidays for rest and relaxation. Safety must be considered when in the bush and while participating in activities near water. • There are many special occasions which families celebrate together.

My Family Activity Suggestions • This could introduce other topics such as how mother animals wash and feed their animals. If you are really smart you will organise this topic to coincide with the time when there are baby birds in a nest in the school grounds and the children can observe the frenetic activity of the parent birds!

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• Invite the other family members to join you for a picnic lunch. • Have a grandparents’ afternoon and give the guests the opportunity to talk to the children about their school days, the size of their family, their homes and leisure activities.

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• Allow lots of opportunities for small group as well as whole class discussions so the children can discover the similarities and differences between families. Include not only the size and structure of various families but also the concept of working wives/mothers and house husbands/fathers.

• Discuss the places the children have visited for a holiday. If this was in a different climatic area encourage the children to talk about the clothes they wore, the food they ate and the recreational activities they enjoyed.

• Create a display of photos of families and/or their pets.

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• Discuss safety considerations when holidaying in the bush or by the sea or river, Extend the latter to include safety by the pool.

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• Invite parents and grandparents to demonstrate any special skills they may have which they could pass on to the children.

• Elicit from the children the special celebrations their families share – birthdays, anniversaries, religious festivals. Parents born in other countries could talk about festivals they celebrate which Australians do not observe.

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• If any of the children have a new baby in the family invite mum and baby into the classroom. Perhaps mum would be willing to bath and feed the baby in the classroom.

• There are plenty of opportunities for graphing activities: mode of travel to school, size of family, number of hours’ sleep each family member enjoys, etc.

Section 3

My Family

Draw a picture of your family. Write each person’s name under his or her picture.

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My Family

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Mum 22

Grandp a

Section 3

My Family

Complete the graph of pets which belong to the people in the room. (Use the last two columns for any other pets.)

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Number of Students

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Pet Parade

Dogs

Cats

Birds

Mice

Fish

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____ 23

Section 3

My Family

Draw or write a list of the rules your family has.

Choose one of your rules and draw a picture of what might ife someone the •happen f orr vi ew broke pur p orule. sesonl y•

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Family Rules

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Section 3

My Family

Draw a picture of your family on holiday.

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Holiday Time

Now write about the things you did on holiday which you don’t do at home.

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Section 3

My Family

Family Tasks

Place a tick in the correct boxes to show who does the following tasks at your home. (Perhaps more than one person does some tasks.)

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Dad

Sister Brother

washing dishes

cleaning

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cooks meals

Mum

gardening the car

If there is, does the baby do any tasks?

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1. Is there a baby in your house?

. tegrandma or grandpa do ____________ o 2. Does your c . any tasks at c your house? e her r o t s uper If so, what do they do? s

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_____________________________________________ _____________________________________________ J

On the back of this sheet draw a picture of you working at home.

My Family

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r o e t s Bo r e p ok u S • Graphing

• Reads more on topic

• Listens carefully to stories

• Writes knowledgeably on topic

• Correct completion of worksheets

contributions to discussions

• Participates and makes relevant

• Celebrations

• Water safety

• Bush safety

• Holidays

• Family rules

• Pets - responsibilities

• Similarities/differences

For the Teacher

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Section 3 - Record Sheet

Concepts and Skills

For the Teacher

Section 4:

My Friends

Introduction

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This is a short topic, included to develop the skill of observation and to help the children recognise the traits which foster friendship.

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The students will:

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• Describe the physical attributes of their friends, orally, in their writing and in their drawings.

• Discuss the traits which attracted them to their friends and form the basis of their friendship.

Activity Suggestions

Roleplay some difficult situations that might arise in the classroom or playground. Exlore strategies and conduct “roleplay” demonstrations with students for coping with bullying in the classroom, school and community.

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pbskids.org/itsmylife www.cyh.com

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The best form of evaluation for this topic is observation of the children at play and during small group activities in your room.

Section 4

My Friends

Draw a picture of your best friend.

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A Good Friend

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of words (phrases) which best describe your friend.

Understands when I’m sad

o c . c e r Laughs h e o t r s Helpful super a lot Always friendly

Kind

Section 4

My Friends

Colour the stars which you think show the most important things a friend can be or do.

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Shares lunch with you.

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What Makes a Friend

Enjoys the same interests as you.

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Gives you lollies or other treats.

Plays games fairly.

Invites you to his/her party.

You enjoy talking with.

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For the Teacher

Section 5:

My Home

Introduction A short yet relevant section which could be covered in one or two days or extended to a week, dependent on the number of activities you decide to employ and the age of the children.

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The students will:

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• Demonstrate their understanding of the need for a home, the variety of homes in which people live, the necessity for safety rules in the home and garden and the possible results of non-observation of the rules and the chores which must be done, through participation in discussions and practical activities and completion of the given worksheets with at least 80% accuracy. • Practise and consolidate previously learned skills and learn new skills through a variety of activities.

Specific Concepts

• All people need shelter to provide protection from the elements. For most people this is a home. • Many homes have a garden.

m . u

• A garden needs to be tended to remain aesthetically attractive.

w ww

• There are many chores to be done around the home and garden.

• Safety precautions are an important consideration around the home and garden.

• Take a walk around the area surrounding the school. Look at, and discuss, the variety of homes and gardens you see.

. te

o c . che e r o t r s super

• Have the children paint or draw their home – make these into a montage wall display. • Discuss the chores which need to be done around the home and garden.

• Discuss the need for safety precautions in the home and garden and the reasons they must be observed. • Borrow a picture pack of homes around the world. Discuss the climatic conditions and population, both of which determine the type of housing.

Section 5

My Home

Draw four different kinds of homes in which people live in your town or city.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Homes

w ww

. te

m . u

o c . che e r o t r s super

Section 5

My Home

Mixed-Up Homes

Unscramble these words which are the names of different kinds of homes.

r o e •rapk eomh ____________ t s B r e oo p u k S _______________

ew i ev Pr

Teac he r

•ushoe

•alft

_______________

•tnet

_____________

•rancava

_______________

•lacepa

_____________

•gooli

_____________

•tegacto

_____________

•twon ushoe ______________

w ww •lavli

. te

_______________

m . u

o c . che e r o t r s super

Section 5

My Home

Word Search

Find 7 rooms that are found in many houses.

ew i ev Pr

Teac he r

r o e t s kitchen Bo lounge r e ok bathroom p u S

w ww

m . u

m o o r h t a b t a l o u n g e u q h a l n o d o© R kead p ys dP e ub kl rt E i ca i orns br ir as p on ol •pf or evii ewt pu po es y• e b e t i a p o e a c l c r o o e t l l a h f m teg a r a g e so l. c . c e s l h oe u n e t osr n

r s super

oms o r d e b

hall

sleepout

garage 34

Section 5

My Home

Draw a floor plan of your bedroom. Mark in the door and windows and the furniture.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

My Bedroom

w ww

. te

m . u

o c . che e r o t r s super

Section 5

My Home

Jobs Around The House

Write and draw six chores which need to be done around the house and garden. 123456789012345678901234567890121234567890123 123456789012345678901234567890121234567890123 123456789012345678901234567890121234567890123 123456789012345678901234567890121234567890123 J

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r o e t s Bo r e p ok u S Chore:

ew i ev Pr

Teac he r

Chore:

w ww

m . u

Chore:

. te o c Chore: Chore: . che e r o t r s super

Section 5

My Home

Put circles around the unsafe places in this house. You should be able to find at least eight.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Safety In The Home

w ww

. te

m . u

o c . che e r o t r s super

My Home

. te

ew i ev Pr

w ww

r o e t s Bo r e p ok u S

o c . che e r o t r s super

• Completion of worksheets

• Writes on topic

• Reads additional material on topic

• Makes relevant contributions

• Participates in discussions

• Safety in the garden

• Safety in the home

• Household chores

• Care of the garden

• Different homes

For the Teacher

m . u

Teac he r

Section 5 - Record Sheet

Concepts and Skills

For the Teacher

Section 6:

My School

Introduction This is another brief topic. Child care workers using this book would simply substitute “centre” or “kindy” for “school”. The topic is important as it gives the children the opportunity to familiarise themselves with the areas of the school and staff members with whom they would usually have little or no contact.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u SLearning Outcome Specific

The students will:

Demonstrate their understanding of the physical features of the school, the names and duties of staff members, the necessity for school rules and the concept that schools may differ in different places, through participation in discussions and practical activities and completion of worksheets.

w ww

• All schools have certain physical features but these may vary.

m . u

• Children attend school to learn skills and acquire knowledge which will help them when they grow up. • Schools have rules to protect both students and staff. Individual classes also have rules.

. te

• There are many people who work in schools.

o c . che e r o t r s super

My School Activity Suggestions • Ensure the children are aware of all areas of the school and understand the reason/s why there are areas which they cannot use.

r o e t s Bo r e p ok u S

Teac he r

• With younger children it is a good idea to have photographs of staff members, labeled with their names and positions. Encourage the staff to visit the classroom to explain their work and to allow the children the opportunity to get to know them better, particularly the clerical and cleaning staff.

ew i ev Pr

• Have the children tell you the school rules and discuss the reasons these exist. Discuss rules which apply to specific areas, e.g. the resource centre, music room, art/craft room. • Encourage the children to help you to devise a short set of rules for the classroom. • Discuss what could happen if there were no rules.

• Make a map of the school on a large piece of card and write the school rules on small card. Ask the children to place the rules in the area to which they apply. The same can be done for class rules.

© ReadyEdPubl i cat i ons • Role-play what could happen if a specific rule was broken. •f orr evi ew pur posesonl y• • Encourage children who have attended other schools to describe them. Tell the children about other schools in which you have worked, emphasising the differences.

. te

m . u

w ww

• Show pictures of schools in other countries. Explain to the children that not all children in third world countries go to school and discuss the results of a lack of education when these children are adults.

• Elicit from the children the skills they are learning and list them on the blackboard. Ask the children to specify careers or trades where each skill is required. Alternatively, list the workers first and the children can identify the skills they need to do their job efficiently.

o c . che e r o t r s super

• Perhaps older children could write to or e-mail students in another area or country.

Evaluation Rely primarily on contributions to discussions for evaluation particularly with the younger children. They will benefit from a knowledge of who does what around the school and need to be familiar with the rules they must observe.

Section 6

My School

School Rules

Some school rules are designed to keep us safe, some are to protect our property (books, pencils, etc.) and some are to help us work without interruption.

r o e t s Bo r e p o u k • ________________________________________________________ S

Teac he r

Write three safety rules.

ew i ev Pr

• ________________________________________________________ • ________________________________________________________

Write two rules which protect our belongings.

• ________________________________________________________

m . u

• ________________________________________________________

w ww

• ________________________________________________________

Draw a picture of what could happen if someone broke a safety rule.

. te

o c . che e r o t r s super

Section 6

My School

Our School

How much do you know about the school you go to? What is your principal’s name?

___________________

r o e t s ___________________ Bo r e p o u k What is the name of the registrar? ___________________ S

ew i ev Pr

Teac he r

What is your teacher’s name?

Who cleans our room?

___________________

Who teaches the Year 6 class?

___________________

What is the librarian’s name?

___________________

___________________ © ReadyEdPub l i cat i ons How• many are there? ___________________ f oteachers rr evi ew pur po sesonl y• Who teaches the Year 4 class?

How many people work in the office? ___________________ ___________________

What is the gardener’s name?

___________________

w ww

m . u

How many cleaners are there?

. te

o c . cheare there? ___________________ e How many classrooms r o t r s super What street is our school on?

___________________

What is the name of your school?

Section 6

My School

Draw a floor plan of your classroom. Don’t forget to mark on it the windows and door/s. Draw in the furniture. Colour your desk red. Colour your best friend’s desk blue.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Our Classroom

w ww

. te

m . u

o c . che e r o t r s super

Section 6

My School

My School Friends

In your class you might have several friends. Complete the chart below to describe your friends.

r o e t s Bo r e p ok ____________________________________ u S ____________________________________ One friend is __________________

Something I like to do with this friend is: ____________________________________ ____________________________________

ew i ev Pr

Teac he r

A thing I like about this friend is:

Another friend is ______________ © ReadyEdPubl i cat i ons A thing I like about this friend is: •f orr evi e w pur posesonl y• ____________________________________ ____________________________________

m . u

w ww

Something I like to do with this friend is: ____________________________________

. te o c Another friend is ______________ . che e r o A thing I like about this friend is: t r s super

____________________________________

____________________________________ ____________________________________

Something I like to do with this friend is: ____________________________________ ____________________________________ 44

Section 6

My School

At your school you will have a favourite place where you like to play or sit with your friends. Draw a map of your school showing this place coloured in red. On the map mark your classroom with a cross.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

My Favourite Place at School

w ww

. te

m . u

o c . che e r o t r s super

For the Teacher

Section 7: My Community

Introduction This is a very comprehensive topic at the completion of which the children should be ambassadors for their community. However, you may decide to omit some sections if you feel you cannot do justice to the whole.

Teac he r

r o e t s Bo r e p Outcomes ok Specific Learning u S

ew i ev Pr

The students will:

• Demonstrate a knowledge of the various facets of their local community through relevant contributions to discussions, participation in practical activities and completion of the given worksheets.

• Practise and consolidate previously learned skills and learn new skills through a variety of activities.

•f orr evi ew pur posesonl y•

• A community comprises people of all ages, a variety of homes, shops, medical facilities, perhaps some industries, public parks and recreation facilities.

m . u

• The people in the community have adapted the environment to fulfil their needs and wants and continually interact with the environment.

w ww

• The members of a community have responsibility to care for their environment. • Community helpers service our needs and cater for our safety and protection.

. te

• A community is serviced by several forms of transport.

o c . che e r o t r s super

My Community Activity Suggestions • If your local council does not already run a pick-up system of recyclable items from homes write to them requesting they start this system.

r o e t s Bo r e p ok u S

• Visit a local shopping centre and note the different types of shops and any other services/facilities provided. Spend an afternoon in the park sketching the things you see. • Invite various community workers to talk to the children.

• Alternatively, your class could start a recycling department for the community.

ew i ev Pr

Teac he r

• Take a walk around your local community, noting the people you see, the types of homes, any parks, recreation facilities, shops, hospitals, medical centre, child health clinics, child care centres, industries, forms of transport and community helpers.

• Visit a home or private hospital for senior citizens or private hospital with cards the children have made and entertain them for an hour or so with songs, poems, dancing, etc. If the residents were born in the area listen to their recollections of what the district was like then.

w ww

• Other children could produce a guide to their community with a small group working on the different sections – sport and recreation, entertainment, shopping, medical, transport, etc.

. te

• Make posters encouraging people to care for the local environment and arrange to display them in a local library or shopping centre.

m . u

choose who they want to include), or make a class book with younger children.

o c . che e r o t r s super

• If possible borrow photographs of the area in the past and compare with today. Discuss the possible reasons for the changes which have taken place.

Internet Resources

www.teacherplanet.com/ resource/goodneighbor.php www.proteacher.com/ 090009.shtml

Section 7

Community

Transport (a)

Find a place in the school grounds where you have a good view of the road.

r o e t s Bo r e p ok u S

Cars

Utes

ew i ev Pr

Teac he r

Make a tally of the different forms of transport you see in a half hour period.

Trucks

w ww

Buses

. te

Motor Bikes

Bicycles

o c . che e r o t r s super Taxis

m . u

Section 7

Community

Transport (b)

Look at the tallies on Transport (a). Answer these questions.

Teac he r

How many buses did you see?

How many motor bikes did you see?

ew i ev Pr

r o e t s Bo r e p How many utes How okmany trucks How many cars u S did you see? did you see? did you see?

List here any forms of transport you did not see?

w ww

you see?

m . u

you see?

________________________________________________________

. te o c Why was this, do you think? . che e r o ________________________________________________________ t r s super ________________________________________________________

List three other forms of transport not listed here.

• _______________________________________________________ • _______________________________________________________ • _______________________________________________________ J

Draw your favourite transport on the back of this page. 49

Section 7

Community

Word Search

In this word search you will find 15 community helpers.

w ww

m . u

Teac he r

ew i ev Pr

e l e c t r i c i a n a m e r o s l p o s te mr at nr ne tB oo m e s o p ok u e o oS m o f l o e n s e s h e t s a l b u i l d e r p c o r e w d l i n e o n g s l p p e a l b d o c t o r a f u n k n c h©eRnea ody sed tP uub sl eca mt tn ese E i i o h• nf ar m l wi p mur opw les bo bnl ey• d o r ekvi e os e s h o w d e s a e p e n p r r t s i t n e d o n u r s e a a m b u l a n c e m a n e r g te g a. r b o l o g i s t e oo u t

c . che e r o t r Name three community helpers notp in the word ssearch in the box above. su er • ______________________________________________________ • ______________________________________________________ • ______________________________________________________ Draw them on the back of the page. 50

My Community Answers to Word Search (P. 50) e o o a d b e a h s b r

r o e t s Bo r e p ok u S

c t s t mo l b l i d o n o mk o w i t u l b o

Teac he r

l p o s w l h n s t m a

r m f u n c s l d n a l

i a l i e t e i e e n o

c i n n o e l d o n o r t u mo s a d o c e g i

a t n e g a s w e n m s

n o s r s f e l p u a t

a m e p l u m b e r n e

me e s s h c o p p n k t e b e n p s e e r o u

r o e r e n e d r a g t

ew i ev Pr

e l e t e a c h e r a g

w ww

. te

m . u

o c . che e r o t r s super

Section 7

Community

The People You See

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Who are the people you see in your community? Do you see any babies with their mother, teenagers, older people, senior citizens?

w ww

. te

m . u

•f orr evi ew pur posesonl y•

o c . che e r o t r s super

Section 7

Community

Look at the different jobs below. Put a T next to the jobs that people would do in a small town and a C next to jobs in the city. Put a B (Both) next to jobs that could be in either the city or a small town.

r o e t s Bo r e p ok u S

•baker

•shearer

ew i ev Pr

Teac he r

Different Jobs

•miner

w ww

. te

•doctor

•nurse

•teacher

•fire officer

m . u

•grocer

o c . •jeweller che•police officer r e o r st super

•timber worker

•pilot 53

My Community

. te

ew i ev Pr

w ww

r o e t s Bo r e p ok u S

• Knowledge of local area

• Road safety

• Transport

• Responsibility for the environment

• Communities change over time

• Community helpers

• A community provides services

• People of many ages live in a community

For the Teacher

o c . che e r o t r s super

m . u

Teac he r

Section 7 - Record Sheet

Concepts

My Community

w ww

. te

ew i ev Pr

r o e t s Bo r e p ok u S • Observation

• Interpreting tally

• Tallying

• Worksheets

• Reads more on the topic

• Writing on the topic

• Role-play

• Makes relevant contributions

• Participates in discussions

For the Teacher

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Section 7 - Record Sheet

Skills

For the Teacher

Section 8:

My Feelings

Introduction We have reached the final section of the program. Even if this is the first program of the year, by now you will know the children’s strengths and weaknesses and their reactions to various situations.

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They will also have acquainted themselves with you – your likes and dislikes, your reactions to situations! Hopefully, they will feel confident and comfortable and thus be able to talk openly to you and their peers.

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Your task is to foster a positive self-concept in each of them and guide them in order to avoid unacceptable behaviour and show them alternative ways of dealing with problems. This section is also about relationships and you may prefer to handle the “Friends” topic immediately before this section.

Specific Learning Outcomes

© ReadyEdPubl i cat i ons • Demonstrate an appreciation ofw alternative ways of dealing with negative • f o r r e v i e p u r p o s e s o nl y• emotions in themselves, inappropriate behaviour in others and of the ways in The students will:

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which relationships can be enhanced, through their own behaviour, relevant contributions to discussions, participation in practical activities and completion of the given worksheets with at least 80% accuracy. • Practise and consolidate previously learned skills and learn new skills through a variety of activities.

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Specific Concepts

• It’s O.K. to experience such emotions as anger but we need to find acceptable ways of dealing with them. • Family members and friends sometimes feel angry or sad and we need to learn how to help them. • A positive feeling of self-worth fosters success in academic work, relationships and appropriate behaviours.

My Feelings Activity Suggestions • An ideal way of getting the children to talk about their feelings, fears and nightmares is to read a story where they can identify with the main characters’ experiences.

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• Role-play is invaluable here with alternative reactions to various emotions being acted out, followed by a discussion on the feelings experienced towards different reactions.

• Younger children could verbalise this activity in the sharing circle. • Discuss positive alternatives to fighting or shouting when angry, ways to help peers and adults who are angry or sad – playing a strenuous game, helping in the garden, relieving one’s anger on a punch bag, tearing a newspaper into strips, sharing a special toy, helping around the home, staying out of the way of the adult who is angry or sad.

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• This can be followed by a painting activity where children choose colours to suit specific emotions. Alternatively, this activity can be used to produce individual books. Older children could write a short poem or words they associate with each emotion.

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everyone has at least one good point – a friendly smile, a helpful nature, a sense of humour, nice handwriting, good at maths/reading/art, and so on.

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• Encourage the children to talk about their nightmares and night fears. A regular before-school occurrence in my junior primary classrooms was a spontaneous discussion of the previous night’s dreams.

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• Dramatisation with puppets. • Use a picture pack of people displaying various emotions – children to discuss one picture per group in small groups.

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• Remember to discuss the fact that even adults sometimes feel angry, sad, etc. and that these emotions are not necessarily caused by the children.

• Make smily badges, mobiles or a wall montage of faces cut from magazines.

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• Be honest with the children, let them know you have weaknesses as well as strengths, this will help them to feel better about themselves.

• Ask older children to write “warm fuzzy” notes to each other. To avoid some children receiving several notes and others none, have the children draw a name out of a hat. Precede this activity with a discussion on how

• Children can draw around their hand and foot on graph paper and calculate the area of each. • Children can make two paper plate masks – one happy, one angry – and use them in drama activities. • Children make a “comic character” with different body parts from different magazine pictures.

Section 8

My Feelings

In this box draw a picture of your face when you feel sad.

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Feelings Show

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Section 8

My Feelings

In the boxes below draw two things you could do when you feel angry which would not hurt anyone else or make them feel sad.

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Showing Anger

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Section 8

My Feelings

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Draw yourself doing two things you are proud that you can do well. Write what you are doing on the line.

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I Feel Good About These

Draw you doing two things you would like to learn to do better.

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I am _________________ 60

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I am _________________

Section 8

My Feelings

Look carefully at these pictures? Do they make you feel happy or sad? Write H or S in the box at the bottom of each picture.

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Sad or Happy

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Section 8

My Feelings

When My Feelings Show

Finish these sentences. Then talk about what you have written to someone else who has finished.

r o e t s Bo r e _____________________________________________________ p ok u 2. I am sad S when ___________________________________

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1. I feel very proud when ____________________________

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3. I am happy when _________________________________

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5. I don’t like ______________________________________

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Draw a picture of a place you go to when you are sad.

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Useful Websites The websites below are great teacher resources and many of them have interactive sections for students.

Dealing with Feelings

r o e t s Bo r e p ok www.cyh.com u Family ThemeS Page www.kidshealth.org/kid/feeling/

www.enchantedlearning.com/themes/family.shtml Friendship Teachers’ Resources www.teacherplanet.com/resource/friendship.php School Age Safety

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Child and Youth Health

raisingchildren.net.au/articles/school_age_safety_nutshell.html

Kids and Community

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Self Esteem Theme Page www.cln.org/themes/self_esteem.html

. te Sites for Kids

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www.educationfoundation.org.au/kidsandcommunity/

o c . Yucky Gross and Cool chBody e r er o www.yucky.com/flash/body/index.html t s super Road Aware Kids www.roadaware.wa.edu.au/default.asp Cyber Smart Kids www.cybersmartkids.com.au/

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